HANOI UNIVERSITY OF SCIENCE & RESEARCH METHODOLOGY – FL3080

TECHNOLOGY Class code:.......124096.........

SCHOOL OF FOREIGN LANGUAGES
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Marking Scheme for Task 1 (30%)
Literature Review
♣ Task detail:
- Weighting: 30% of the overall module mark
- Due date: Week 7 - Word length: 1500-2000

Group No.: __9__ Topic: Translation difficulties and some solutions of

Group Members:
SOFL’s third-year students of HUST
1. _____Nguyễn Thu Trang 20183182_________
2. _____ Nguyễn Thị Xuân 20183179 _______ Date of Submission: 09.04.2021
3. _____ Lê Thị Yên 20176499 ______________
4. _________________________________

Marking Criteria (INDIVIDUAL ASSESSMENT)

The tutors will be looking at the following criteria and the individual contribution to the whole group’s
work to give a mark to each group member.
S1 S2 S3 S4
1. Content and Research: 50%

 Student carried out search of relevant literature

 Literature Review (LR) provides critical appraisal and evaluation of
books, articles, papers, book reviews, etc. /50 /50 /50 /50
 It shows an understanding of topic area in terms of theory
 It shows how it relates to his/her own work
 LR has been referenced properly using APA referencing
2. Language and Style: 50%
 It is written in an academic manner (using formal academic language)
 Precise and concise language used with proper spelling, grammar and
punctuation, clear argument and easy to follow
/50 /50 /50 /50
 LR is well organized with an introduction, a body part outlining main
theories relevant to the topic and a conclusion clearly summing up what
has been said and shows how the literature relates to the research question

Total mark (…/100):

Comments: Written on the students’ essay.

Marking range Excellent Very Good Satisfactory Adequate Poor
(HUST scheme): (100-85%)
(84-70%) (69-55%) (54-40%) (39-0%)

Marker’s full name Marker’s signature Date

Bui Thi Kim Phuong 5.5.2021

Table of contents

1. Introduction

2. Definition of translation
3. Some strategies for translation

3.1. Strategies for translating non-equivalence at word level

3.1.1. Translation by a more specific word

3.1.2 Translation by a more general word
3.1.3 Translation by paraphrase
3.1.4 Translation by cultural substitution
3.1.5 Translation by a loan word and explanation
3.1.6 Translation by omission

3.2. Strategies for translating idioms and fixed expressions

4. Translation difficulties and problems

5. Methods to overcome difficulties in translation

6. Conclusion

7. References

LITERATURE REVIEW
1. Introduction

Translation has its own excitement, its own interest. However, along with its excitem ent,
translators might face with difficulties in the translating process. The various aspect of translation
difficulties and solutions are lined by several studies and research. This literature review will
explore four of the major contents associated with this research subject. They are: (1) definition
of translation; (2) strategies for translation; (3) difficulties and problems of translation; (4)
methods to deal with difficulties in translation. The sources in the subject area of translation
difficulties and solutions are available and abundant both online and offline, analyzed by
researchers at different periods of time and gathered from different cultures. This review will only
focus on studies and research associated with the four major contents mentioned above.

2. Definition of translation
Having a clear understanding of “translation” is fundamental for researching on translation
difficulties and solutions. The definition of translation is various. Pöchhacker (2004)
explains the translation in comparison with interpretation. Interpretation in the source language
cannot be replayed or repeated, while on the other hand the source language in translation can be
reviewed. The target-language text in interpretation is under time pressure, with few chances for
correction or revision, whereas translation is under low time pressure with more chances
for analyzation and accomplishment. Moreover, it is written in a book of Susan Bassnet (2014)
that translation involves a simple process of linguistic transfer, whereby whatever is written in
one language (known as the source in translation studies terminology) can be transferred
unproblematically into another language (known as the target language). According to Peter
Newmark (1988), translation is rendering the meaning of a text into another language in the way
that the author want to intend the text.
Translation skills are the students’ key to success in not only studying but also in finding a
future job, especially for the bilingual students. The importance of translation is undeniable, and
it is obviously reflected in two aspects: its contribution to motivate human's life and the success
of a language training course. Firstly, the twenty-first century is the great age of translation. In
this period of time, millions people are moving around the world more than in any other in
history. There may be lots of reasons for this change: some being displaced by war, famine or
persecution, some seeking for better working opportunities and more economic stability, some
simply taking the opportunities in order to travel and explore new places. While those millions
people move around, they have been taking their own languages with them, encountering other
languages, other cultures, and other belief systems, hence are compelled, whether consciously or
not, to engage in some form of translation (Peter Newmark, 1988). Moreover, Lei (1999)
indicates that the level of translation reflects translation abilities in a foreign language and the
mother tongue.

3. Some strategies for translation

 Translation theory is concerned with the translation method that is appropriately used for
a certain type of text. Therefore, it depends on a functional theory of language. Here, some of
these typologies of strategies are worth to mention.

3.1. Strategies for translating non-equivalence at word level

Non-equivalence at word levels can be understood as no target language equivalents can

be found in source language words. Baker (1992) proposes some strategies listed below which
have been used to solve problems of non-equivalence in the translation.

3.1.1. Translation by a more specific word

In some cases, translating by a specific word may be required when translating an English
word into Vietnamese. An English word for “uncle” can be translated by many different
Vietnamese words such as “bác trai, chú, cậu”. Similarly, an English word for "aunt" is translated
by Vietnamese words as “cô, dì, mợ, thím, bác gái”. In addition, the word “rice” in English can be
understood in Vietnamese as “lúa, thóc, gạo, cơm”. Therefore, in this case, the English context
should be properly examined for choosing the right Vietnamese words.

3.1.2. Translation by a more general word

Under other circumstances, translating by the use of a more general word to translate
English with no equivalents can be found in Vietnamese. For instance, in English, there are some
differences between coupes with 2-door cars and sedans with four doors. On the other
hand, in Vietnamese, it refers to all four-wheel motorized vehicles as "ô tô".

3.1.3. Translation by paraphrase

When the word does not exist in Vietnamese or the term for the concept does not
incorporate all the meaning passed on by the English term, the translation by paraphrasing is
applied. For further illustration, within the sentence "Children should be secured from abuse and
neglect.", in any case, the Vietnamese translation includes some words to reflect the complete
meaning of the English sentence that is "Trẻ em phải được bảo vệ trước mọi hình thức bạo lực,
gây tổn thương, hay xúc phạm, bỏ mặc hoặc sao nhãng trong việc chăm sóc.”

3.1.4. Translation by cultural substitution

This strategy includes supplanting a culture-specific item or expression with one of the
diverse implications but have the comparative affect within the deciphered content. Although a
 few translators argue that it isn't the translator's duty to alter the content in this way, they ought to
play a critical part here. Because of their self-described "regard" for the initial content, most
Vietnamese translators question this procedure and tend to decipher in specific, indeed when it
may be profoundly improper. For instance, a farmers' manual interpreted into Vietnamese
recommends planting distinctive sorts of natural product and fuel trees that indeed don't develop
in Vietnam.

3.1.5. Translation by a loan word and explanation

This strategy is particularly common in dealing with culture-specific items, modern
concepts, and buzz words. Taking after the loan words with clarification is intensely useful when
the word in question is rehashed several times within the text. Once explained, the loan word can
be then used on its own.
In any case, this strategy can be valuable when managing with concepts or contexts that
are modern to target culture, and appropriate names of maladies or medications broadly known by
their origin names. An example is the acronym for Maintenance Repair Operating, or MRO; this
is usually written in its English form with an explanation in brackets as MRO, (Sản phẩm công
nghiệp thuộc nhóm cung ứng).

3.1.6. Translation by omission

According to Ivacovoni, (2009, para.1) "Omission means dropping a word or words
from the SLT while translating. This procedure can be the outcome of the cultural clashes that
exist between the source language and the TL. In fact, it is in subtitling translations where
omission attains its peak in use. The translator omits words that do not have equivalents in the
target text, or that may raise the hostility of the receptor". For example, the sentence “Much can
be done without being physically present in the meeting…” may be best translated to Vietnamese
as “Nhiều việc có thể làm ngay cả khi không có mặt trong cuộc họp...”. Here the translation omits
the word “physically” without changing the meaning of the source language sentence.

3.2. Strategies for translating idioms and fixed expressions

Idioms are treated as figures of speech, which are defined in the Collins English
Dictionary (2006) as “an expression such as a simile, in which words do not have their literal
meaning, but are categorized as multi-word expressions that act in the text as units”. Longman
Idioms Dictionary (1998) defines them as “a sequence of words which has a different meaning as a
group from the meaning it would have if you understand each word separately”. Accordingly,
idioms should not be broken up into their elements because they are sometimes referred to as a
fixed expression (Cowie and Mackin, 1975, viii cited in Balfaqeeh, 2009). Therefore, Baker (1992)
presents some strategies for translating idioms and fixed expressions, which can be dealt with the
ways listed below.
Firstly, using an idiom or fixed expression of similar meaning and form. It is possible to
find a Vietnamese idiom or expression that is similar to a English one. One example is the idiom in
English, "as quick as lightning," can be translated into Vietnamese as "nhanh như chớp." Another
idiom is "prevention is better than cure," which is expressed in the same words as "phòng bệnh hơn
chữa bệnh."
Secondly, using an idiom or fixed expression of similar meaning but with dissimilar
form. To translate this way, translators have to deepen their understanding of both Vietnamese
and English cultures. The idiom "chở củi về rừng" is translated as "Carry coals to Newcastle"
because Newcastle is a city in the northeast of England and is famous for coal mining (Wisegeek,
n.d.).
Thirdly, using the paraphrasing method when Vietnamese equivalents cannot be found.
In a book "The General Retires and Other Stories," Nguyen Huy Thiep (1993) wrote a sentence
"Bố cháu Kim Chi là vụ phó, anh là tướng, thế là môn đăng hộ đối," which Lockhart translated
into "Kim Chi's father is a Deputy Chief of a Department, you are a General, you two are of the
same social class."

3.3. Strategies for translating proper names

The proper names (person, geographical terms) do not have uniform properties. For
instance, "New York" cannot be translated into "York Mới" (new = mới), or "Ms. Rice" also
cannot be translated into "bà Gạo" or "bà Cơm." Farahzad (1995) believes that translators should
use transcription and transliteration techniques. For example, the word "Moscow" is translated
into "Mát-xcơ-va." Therefore, there are two principles for this kind of translation: one is using
another word that has the same meaning in English like "Chiến tranh hoa hồng" (the War of the
Roses); the second is using Sino-Vietnamese like London- Luân Đôn, Bắc Kinh- Beijing.
However, Farahzad (1995) indicates that the translators of religious texts must use the most
common equivalent of a personal name in the target language even if these equivalents do not
follow the foregoing translation strategies. An example is when translating "Lenin" into
Vietnamese; this name should not be translated into "Liệt Ninh" like the second principle.
 4. Translation difficulties and translation problems

To have a better understanding of translation difficulties and problems, it is essential for us

to distinguish the terms. According to the short article (1987) and the Text Analysis in
Translation (1991) by Christine Nord, the terms are used to refer to challenges; however,
translation problems are met by all translators while translation difficulties are met by a specific
group of translations (as cited in Linder, 2000).

It is important for translators to have firm background knowledge in translation theories. In

addition, Jones (2002) emphasizes translators are required to have at least these factors: excellent
writing and analytical ability as well as good editing skills. It is necessary to be precise in the
language used as translation deals with the written form of a language. According to Al-
Mughalles (2004), for most translators, major problems, which they frequently faced with, are
related to linguistic, stylistic, and socio-cultural aspects. In linguistics, translators usually have
difficulties with handling words and sentence structure. Moreover, they also indicate other
problems related to text and pragmatic decisions to translation work.
 In general, these are common problems faced by translators. However, for a specific
population, such as students who are learning English as a foreign language, their translation
difficulties are more frequent. According to Mohammed (2018), his research including Arab
students studying English as a second language, shows many particular difficulties that the
students had met. Although they had a proper background knowledge of translation, they still
were in troubles with processing their translation work. Particularly, the initial difficulty that
almost every student had is related to the lack of English vocabularies, which leads to wrong
word choices or acronyms as well as grammar in English. Baker (1992) and Howwar (2013) note
that idiom translation is a great challenge for many students (as cited in Arono & Nadrah, 2019).
They are in overall trends of having translation problems just as the majority of translators. It is
usually difficult to tackle English knowledge, for example the ability to choose an appropriate
English equivalent or to solve the grammar and sentence structure differences between the source
language and target language. On the paper of Do Na Chi (2018), she shows the same opinion as
Mohammed after carrying a student survey on well-understood English translation. From the
analysis of the students' translated work, she concludes that the common mistakes made by their
translation habits.

Firstly, in spite of their good English, the language students are most of the time affected
by their mother-tongue (Vietnamese) while translating. To be more specific, in this case, it is the
use of word-for-word translation. In order to make a “smooth” translation, this word-by-word
translation method leads the students to the wrong word choice.

The second common translation difficulty is a textual problem that relates to the
translator’s understanding of the source text (Stiegelbauer, 2016). Likewise, Do Na Chi asserts it
is because that students in her survey cannot catch the exact meanings as well as the messages
that authors wanted to convey, it leads to the incorrectly translated texts. Therefore, the textual
problem returns to the problem of lacking English knowledge to be able to fully understand the
source text.
 These factors mentioned above belong to the translators’ language problems. Another aspect
that is significantly considered is the cultural difference. Translation between two different
cultures is the "instance of intercultural communication" (Ginter, 2002, p.27). Ginter also finds
out that the problem in this aspect is that the translators do not know how to comply with cultural
problems between two cultures or which strategy to choose in order to comprehensively convey
the author's idea. This idea had a great support from many authors when they conducted their own
study. Dr. Chahrour (2018), in his journal, he says that many cultural terms and expressions are
very difficult to translate because it requires translators to have in-depth cultural knowledge of
both cultures. For that reason, even the professional translators are having trouble handling this
cultural difference. Therefore, for students, it becomes even more challenging and harder to
master translation for cultural context.

5. Methods to overcome difficulties in translation

When obstructed by a problem, the first thing anyone thinks of is to find the solution. In this
case, there are many ways to help the students overcome their difficulties in translation.

5.1. Culture bound translation

First and foremost, Ginter (2002) noted that "translation into a foreign language will always
be an instance of intercultural communication." That is, the translation is a product of a mix
between two or more cultures. Therefore, a translator needs to be familiarized with the source-
culture bound translation method and the target-culture bound translation method. The source-
culture bound translation method (also known as 'foreignization') keeps the translation's meaning
within the source language's culture. The target-culture bound interpretation strategy keeps the
interpretation's conversion inside the target language's way of life.

5.2. Synonyms

According to Newmark (1988), you can use synonyms to translate words that are not crucial
to the text. Synonyms are words with similar or close meaning to another word. Translators use a
synonym to avoid repetition in their texts. A synonym can be made when an exact translation of
the text is not available, and therefore the translator needs to adapt to the situation. Be wary that,
however, if synonyms are used extensively will be proof of a poor translation.

5.3. Paraphrase
 When encountered with the need to state the author's idea in a different way, the translator
needs to rephrase that thought using paraphrase. Basically, to paraphrase something is to rewrite
the original text into a paragraph of your own words without altering its meaning (Gahan, 2018).
When paraphrasing an idea, it shows that the translator is well aware of the author's meaning, and
it makes your translation more 'original' (Gahan, 2018). The paraphrasing method is used to make
the text clearer and to unite the reader's idea (Karimnia, 2014). One should be wary when using
paraphrasing to remember to cite the source of the idea that the translator gets from.

5.4. Consultant

Bourdon (2019) stated that "translation work is not a linear process," he corrected that "it's
more cyclical as they comb the work done again, and again." When in doubt, a translator can
always come to a consultant to help with the translation. Cause translation is not a one-man work,
and the translating process can always have an extra pair of eyes to spot mistakes that might be
neglected (Bourdon, 2019). Other than discovering mistakes, a consultant can help you look at
things from a different point of view.

5.5. Back translation

Another method that can help the students is the back-translation technique. A survey
conducted by (Maneesriwongul and Dixon, 2004:175) that 80% of the studies of instrument
translation are back-translating (38 out of 47). Back-translation is defined as "a process whereby
the translated text is re-translated back into the source language by a translator who does not see
the original text." That is, to translate the source language text into the target language text, then
the translator reverses the target language translation back into the source language text, and then
compare the two source language texts. If there are any inconsistencies with the meaning between
the two texts, it indicates that there might be an error during translation. Back-translation is
considered to be the best assessment of text translation nowadays. Besides the means to translate
using back-translation, the method can also be used as a validation to review the translated text
(Tyupa, 2011).

5.6. Visualization
 According to Kussmaul (2005), visualization is a way to make the translation more creative
and more vivid. The visualization uses pictures, pictograms, and icons to describe the true
intentions of the writer. It can also be the tool to convey the meaning of emotions, which is really
hard to express in words. For example, one cannot really translate the act "sad," but it can be
expressed through an icon of a tear and a curved-down mouth (Kussmaul, 2005).

6. Conclusion

In conclusion, through the combination of the listed-above information, translators in

particular will succeed in finding the suitable strategy to help them with the difficulties in
translation. In specific, besides offering a comprehensive literature review, the purpose of our
group’s research is to lend scholars a hand in decreasing the translation burden by showing the
most common Vietnamese difficulties and problems in translation as well as providing third-year
SOFL’s students with the most selective translation strategies in details.
7. References

[1] Al-mughalles & Abull Haq. (2004). Language of Journalism: A Study of some Difficulties
Faced by Translators of The Yemeni Press. Bulletin of the Deccan College Post-Graduate and
Research Institute, 64/65, 419-422. Retrieved April 1, 2021,
from: https://www.jstor.org/stable/42930682?seq=1

[2] Arono A. & Nadrah N. (2019). Students's Difficulties in Translating English Text. Journal of

Applied Linguistics and Literature, 4(1), 88-99. doi: 10.33369/joall.v4i1.7384

[3] Baker, M. (1992). In Other Words: A Coursebook on Translation. London: Routledge.

[4] Bassnett, S. (2013). Translation. Routledge

[5] Bateni. M. R. (2006). The living English-Persian dictionary. Tehran: Farhang Moaser
Publishers. (Pouya)

[6] Belfaqeeh, N. (2009). Strategies for translating idioms and culturally-bound expressions
within the human development genre. M.A. dissertation, University of Birmingham. Retrieved
from : http://www.cels.bham.ac.uk/resources/essays/Noor_Balfaqeeh_822875
Diss.pdf (accessed 12/02/2011)

[7] Bourdon, J. (2019, 1 17). What is a translation consultant? Retrieved from Mission Network
News: https://www.mnnonline.org/news/what-is-a-translation-consultant/
[8] Chahrour, O. (2018). Cultural problems in translation. Retrieved April 2, 2021, from
https://www.translationjournal.net/July-2018/cultural-problem translation.html
[9] Do Na Chi (2018). Problems in Translation Facing Vietnamese EFL College Learners.
Retrieved April 5, 2021 from https://www.translationjournal.net/July-2018/problems-in-
translation facing-vietnamese-efl-college-learners.html
[10] Ginter, A. (2002). Cultural Issues in Translation. Studies About Languages, 3, 27-31.
[11] Gahan, C. (2018). How to paraphrase sources. Retrieved April 4, 2021
from https://www.scribbr.com/citing-sources/how-to-paraphrase/

[12] Farahzad, F. (1995). Translating advanced English text. Tehran: University of Payame Nour.

[13] Ivacovoni, A. (2009). Translation by Omission.

Retrieved from : http://iacovoni.wordpress.com/2009/02/01/translation-by-omission/ .

[14] Karimnia, A. (2014). An investigation into translation students' English reading

comprehension skills and strategies: A cross-sectional study. Elixir Ling. & Trans, 73
[15] Kussmaul, P. (2005). Translation through Visualization. Meta, 50 (2), 378–391. Retrieved
from htttp://doi.org./10.7202/010943ar

[16] Linder, D. (2000). Translating Problems and Translating Difficulties: Tools for Teaching

Specialized translation. Translatio: Nouvelles De La FIT/FIT Newsletter

[17] Maneesriwongul, W. & Dixon, J. (2004). Instrument translation process: A methods review.

Journal of advanced nursing, 48(2), 175-186. doi: 10.1111/j.1365-2648.2004.03185.x

[18] Mohammed, A. (2018). A Study of the Lingusitic Problems Faced by Saudi English
Language Students at Prince Bim Abdulaziz University (PSAU) when translating Form Arabic into
English, College of Science & Humanities, Prince Sattam bin Abdulaziz University (PSAU), Saudi
Arabia

[18] Newmark, P. (1988). A textbook of translation. New York: TiceHall Press.

[19] Nguyen Huy Thiep & Lockhart, G. (1993). The General Retires and Other

Stories. USA:  Oxford University Press.

[20] Shojaei, A. (2012). Translation of idioms and fixed expressions: strategies and
difficulties. Theory and Practice in Language Studies, 2(6), 1220-1229

[21]Stiegelbauer, L. (2016). Translation Problems and Difficulties in Applied Translation

Processes. Revista de Stiinta si Cultura, 3(46),51-58.

[22] Wisegeek, (n.d.). What Is Meant by "Carrying Coals to Newcastle?”. Retrieved April 7,

2021 from : http://www.wisegeek.com/what-is-meant-by-carrying-coals-to-newcastle.htm

[23] Tyupa, S. (2011). A Theoretical Framework for Back-Translation as a Quality Assessment

Tool1. New Voices in Translation Studies 7, 35-46.

Task Allocation
1. Introduction Nguyễn Thị Xuân
2. Definition of translation Nguyễn Thị Xuân
3. Some strategies for translation Nguyễn Thị Xuân
3.1. Strategies for translating non-equivalence at Nguyễn Thị Xuân
word level
3.2. Strategies for translating idioms and fixed Nguyễn Thị Xuân
expressions
4. Translation difficulties and problems Nguyễn Thu Trang
5. Methods to overcome difficulties in translation Lê Thị Yên
6. Conclusion Nguyễn Thu Trang
7.References All of the members
Parts division Nguyễn Thị Xuân, Nguyễn Thu Trang
Source and information synthesis Lê Thị Yên
Final check (grammar check, references Nguyễn Thu Trang
synthesis, format editing)